|
Chalmers, L. (1992). Modifying curriculum for the
special needs student in the regular classroom.
Moorhead, MN: Practical Press.
This document describes six areas teachers
need to address when making modifications for
students with mild or moderate disabilities who
are placed in the regular classroom. These areas
are attitudes, interactions, expectations, the
learning environment, daily assignments and
activities, and tests. Practical examples of
modifications accompany the text of each chapter.
(WRRC)
Choate, J.S. (Ed.). (1993). Successful
mainstreaming: Proven ways to detect and correct
special needs. Boston: Allyn and Bacon.
This book is intended for use by teachers who
have children with special learning needs in their
classrooms. These children may have disabilities
that have been formally identified or they may be
those who do not have a disability but who do have
a need for special accommodations in the
classroom. The book includes information on
detecting 101 special needs and more than 1,000
corrective strategies. Also included are a wealth
of checklists and samplers to assist the teacher
in detecting and addressing special needs and
problems.
Part One, Accommodating Special Needs in the
Classroom, focuses on the responsibility of
schools to address the needs of all learners.
Discussed in this part are the legal foundations
for educating children with disabilities, LRE,
mainstreaming, the special needs of special
populations, and basic principles of special
instruction.
Part Two focuses on detecting and correcting
academic problems, specifically discussing reading
comprehension, oral communication, language as a
foundation of learning, written expression,
handwriting and spelling, arithmetic computation,
mathematical problem solving, science, and social
studies. In each section, the skills necessary to
success are discussed, followed by suggestions for
detecting special needs and for correcting or
addressing those needs.
Part Three discusses implementing the process
of detection and correction. Managing classroom
behavior, managing instruction, and collaboration
in the schools are discussed as well. (NICHCY)
Conn, M. (1992). How four communities tackle
mainstreaming. School Administrator, 49(2),
22-44.
To accommodate its students with moderate and
severe disabilities, the Saline (Michigan) Schools
developed an inclusive community model requiring
age-appropriate placement, integrated delivery of
educational and related services, social
integration, transition planning, community-based
training, curricular expectations, systematic
data-based instruction, home-school partnerships,
staff development, team collaboration, and
systematic evaluation of services. (ERIC: MLH)
Copenhaver, J. (n.d.) Section 504: An educator's
primer. Logan, UT: Mountain Plains Regional
Resource Center.
This resource covers eligibility of students
for special services under Section 504, a federal
statute that prohibits discrimination based upon
disability. Section 504's definition of
"disability" is given, as is the process under 504
for determining the services that a student with a
disability will receive. The text then focuses in
upon the types of accommodations that may be
provided to students, depending upon their needs.
First, a list of 105 general accommodations (e.g.,
use room dividers, provide time-out area) is
given. This list is followed by examples --
possible accommodations for students with specific
disabilities such as AIDS, allergies, arthritis,
asthma, ADHD, and so on. These lists should be
useful to any teacher, administrator, or parent
who needs to know a range of possible
accommodations for specific students. Comparisons
are then presented, in chart form, between Section
504, the IDEA, and the Americans with Disabilities
Act regarding such areas as purpose, funding,
eligibility, and procedural safeguards. The
resource concludes by defining terms and acronyms
commonly used in the disability field. (NICHCY)
Dalheim, M. (Ed.). (1994). Toward inclusive
classrooms. Washington, DC: NEA Professional
Library.
In this book, classroom teachers speak
directly to other teachers and offer practical
guidance as to how to approach teaching in an
inclusive classroom. Team teaching is discussed;
the teacher authors present their experiences in
and suggestions for teaching science, writing, and
language arts. The book concludes with a list of
resources and a glossary of terms. (NICHCY)
Davern, L., Marusa, J., & Quick, D. (Eds.).
(1991). Building "community" in classrooms and
schools. Syracuse, NY: Inclusive Education
Project, Syracuse University.
This booklet, accompanying checklist, and
suggested activities are aimed toward building a
sense of community in the school environment.
Children learn best when they feel safe, valued,
and included. A sense of community is achieved
when students think of themselves as a family.
Ideas are shared to develop classrooms as caring,
supportive, and educationally productive
communities for each class member. Chapters
include "Creating Classrooms Which are Safe
Places"; "Creating Cooperative Classrooms";
"Creating Environments Which Affirm Each Student";
and "Teaching Children Active Participation and
Responsibility." (WRRC)
Demchak, M., Dorf, J., & Takahashi, T. (1993).
Inclusive education for students with
disabilities. Minden, NV: Douglas County School
District.
This manual was developed to help teachers in
general education facilitate the inclusion of
students with disabilities into the general
education classroom. It is very practical, with
many sample forms and checklists, scheduling
matrices, lists of strategies, and team roles.
Although geared to the state of Nevada, the
practices and strategies are, for the most part,
universal. (WRRC)
Facilitator guides to inclusive education.
(1994). Detroit, MI: Inclusive Communities Press.
This series is designed to prepare inclusive
education specialists in local and intermediate
school districts to provide and coordinate
planning, training, and support for the inclusion
of students with diverse needs in general
education classrooms. The series consists of the
following five guides: (a) Systems Change that
Supports All Students; (b) Components of Inclusive
Education; (c ) The Planning Process for Inclusive
Education; (d) Instructional Accommodation in
Inclusive Education; and (e) Social Inclusion.
Each guide includes flowcharts, activities,
transparency and handout masters, forms, and a
"tool box" of resource information. (WRRC)
Ferguson, D.L., Jeanchild, L.A., Todd, A., Willis,
C., Young, M., Meyer, G., & Ralph, G. (1993a).
Achieving balance: Strategies for teaching diverse
groups of students. Eugene, OR: Specialized
Training Program, University of Oregon.
This module and accompanying video provide
essential rules and helpful hints for organizing
and teaching diverse groups of students.
Strategies included in the documents are divided
into three sections: (a) organizing groups, (b)
planning teaching, and (c ) actually teaching.
Authors include a list of questions for teachers
to ask themselves in order to evaluate the
effectiveness of their mixed group teaching
techniques. (WRRC)
Ferguson, D.L., Ralph, G., Meyer, G., Willis, C.,
& Young, M. (1993b). Individually tailored
learning: Strategies for designing inclusive
curricula. Eugene, OR: Specialized Training
Program, University of Oregon.
This module is a compilation of strategies
compiled to help teachers design curriculum and
teaching to accommodate diverse student needs. By
blending innovative changes in both general and
special education, the authors have designed an
approach to student assessment, curriculum design,
and planning instruction on a daily basis that
meets the needs of all students. Specifically,
the design proposes: (a) a process that locates
decisions about curriculum and teaching with
teacher teams, (b) a process that creates new
roles for both special and general education
teachers, and (c ) a process that redesigns the
IEP. Authors introduce the concept of an
Individually Tailored Education Report (ITER) and
an ITER Summary as ongoing working documents that
can be used to ensure individualized curricula and
effective learning experiences for students with
special needs. (WRRC)
Field, S., Leroy, B., & Rivera, S. (1994, Winter).
Meeting functional curriculum needs in middle
school general education classrooms. Teaching
Exceptional Children, 26(2), 40-43.
This article describes a middle school model
used to provide functional skills instruction in
an inclusive setting. The model is designed to
foster the educational and social needs of
adolescents through (a) an experientially designed
academic curriculum, (b) a diverse exploratory
arts elective curriculum, and (c ) a strong support
system provided by teacher-facilitated homerooms.
Through the collaborative efforts of general and
special education staff members, the program is
focused on meeting functional curriculum goals of
students with mild and moderate disabilities. The
authors discuss in detail the three interrelated
activities of the program that make it successful:
(a) specific preparation of teachers, (b)
extensive and thorough collaborative planning, and
(c ) strong, ongoing implementation support.
(Levine)
Fister, S.L., & Kemp, K.A. (1995). TGIF: But what
will I do on Monday? Longmont, CO: Sopris West.
This book is designed to help educators find
alternatives for effectively responding to some of
the instructional challenges they face in the
classroom. TGIF refers to the four critical
points in the instructional process
(Teacher-directed instruction; Guided practice
activities, Independent practice activities, and
Final measurement). Through a series of questions
(e.g., "What can I do about the students who have
difficulty taking notes during my instruction?"),
the authors present multiple activities that a
teacher might use to address the instructional
concerns reflected in those questions. While this
resource is not designed specifically to
facilitate the inclusion of students with
disabilities, teachers can nonetheless use many of
the activities to respond to the special needs of
these students. (NICHCY)
Forest, M., & Pearpoint, J. (1991). Common sense
tools: MAPS and Circles for inclusive education.
Journal of the National Center for Outcome Based
Education, 1(3), 27-37.
This article describes MAPS and Circles of
Friends as effective strategies used to fully
include students with special needs. These tools
help foster cooperation and collaboration both
within the school and between the school and
community. They are especially helpful for
students at risk of exclusion or rejection.
(WRRC)
Fox, T., & Williams, W. (1991). Implementing best
practices for all students in their local school:
Inclusion of all students through family and
community involvement, collaboration, and the use
of school planning teams and individual student
planning teams. Burlington, VT: University of
Vermont, Center for Developmental Disabilities.
This manual includes best practice
guidelines for meeting the needs of all students
in their local schools. These guidelines cover
such areas as school climate and structure,
collaborative planning, social responsibility,
curriculum planning, delivery of instructional
support services, individualized instruction,
transition planning, family-school collaboration,
and planning for continued best practice
improvement. Other chapters address parent,
student, and community involvement, the school
planning team process, and collaborative teaming.
Necessary forms for completing both school and
individual student plans are included. (WRRC)
Friend, M., & Cook, L. (1992). Interactions:
Collaboration skills for school professionals.
White Plains, NY: Longman.
This book is written to help school
professionals understand and use the skills
necessary to participate effectively in
interactions with other professionals and parents,
as all team members work to provide services to
special education students. The fundamental
concepts of collaboration are presented, and
applications of collaboration in special education
are discussed. Prerequisites for effective
interactions are given, and there is extensive
discussion of problem-solving steps and
communication skills. A practical book,
Interactions will help professionals collaborate
in team meetings, in conferences with parents, in
co-teaching situations, and in problem solving
with other educators. (NICHCY)
Gearheart, B.R., Weishahn, M.W., & Gearheart, C.J.
(1992). The exceptional student in the regular
classroom (5th ed.). Columbus, OH: Merrill.
The authors believe that three general
types of knowledge are necessary for teachers to
be effective in teaching exceptional students: (a)
an understanding of the history of education for
individuals with disabilities and the legislation
that supports service delivery; (b) specific
information about disabilities and how the
characteristics of each disability impact upon a
student's instructional needs; and (c ) knowledge
of and skills in the instructional strategies that
are effective with special needs students.
Chapters 1-4 present information relevant to
teaching students with all types of disability;
remaining chapters offer guidance for teaching
students with eight specific disabilities: hearing
impairment, speech/language disorders, visual
impairment, orthopedic or health impairments,
mental retardation, learning disabilities, and
behavioral disorders. (NICHCY)
Giangreco, M.F., Cloninger, C.J., & Iverson, V.S.
(1993). Choosing options and accommodations for
children (COACH): A guide to planning inclusive
education. Baltimore, MD: Paul H. Brookes.
This guide helps practitioners with
assessment and planning for inclusion. COACH
(Choosing Options and Accommodations for Children)
is a tool used to determine learning outcomes and
supports for students with disabilities, based on
a family-centered and team perspective. COACH is
divided into three, interdependent parts: (a)
"Family Prioritization Interview," used to
identify family-centered priorities for the
student; (b) "Defining the Educational Program
Components," used to develop annual goals and
short-term objectives based on family-centered
priorities and to determine general supports
needed by the student, and (c ) "Addressing
Educational Program Components in Integrated
Settings," used to explore options for addressing
the student's educational program components in
general education settings through the use of a
scheduling matrix and set of team planning
guidelines. The book includes resources,
comprehensive instructions, and forms. (WRRC)
Inclusive Education Project, Syracuse University.
(1993). Creating a learning community at Fowler
High School. Syracuse, NY: Author.
Drawing heavily from student ideas and
responses to questions about best practices, this
booklet offers suggestions for modifying
instruction, assignments, and evaluation to
accommodate differences; suggestions for helping
students build social relationships with other
students; ideas for sharing information about
students; and strategies that can be used to build
a sense of community in the classroom. (WRRC)
Jackson, M.Y. (1992). Resourcing: Handbook for
special education resource teachers. Reston, VA:
Council for Exceptional Children.
The role of special education resource
teachers is changing. While they still work with
students with disabilities throughout the day,
they are increasingly having to interact with and
provide special education support to general
educators. This book is intended to assist
resource teachers in this latter role. Chapter 1
guides teachers in examining their own
perceptions, values, strengths, and weaknesses
regarding their resourcing role. Chapter 2
examines how to be a resource to others, including
public relations, communications and
collaboration, being a team member, being a
disseminator of ideas and materials, and managing
time. Chapter 3 provides an extensive list of
resources, including helpful organizations with
toll-free numbers, organizations which provide
resources and assistance to parents, instructional
resources, professional journals, publishing
companies, and other national groups that can
support resource teachers. (NICHCY)
Joint Committee on Teacher Planning for Students
with Disabilities. (1995, March). Planning for
academic diversity in America's classrooms:
Windows on reality, research, change, and
practice. Lawrence, KS: University of Kansas
Center for Research on Learning.
This material is drawn from the findings of
four major research projects that were funded by
the U.S. Department of Education to: (a) gather
information about the dynamics surrounding the
inclusion of students with mild disabilities
within general education, and (b) develop and
field-test innovative practices that would improve
the ways that teacher plan, individualize, and
adapt curricula and instruction for these students
and their nondisabled peers. The book describes
the fundamentals of each innovative practice by
answering a series of questions: What is it? What
results can be expected? How is it used (done)?
What's important to know about it? What research
backs it up? What additional information is
available? Who can provide further information?
Each practice is described in 1-3 pages; practices
pertain to: unit planning, lesson planning, course
planning, teacher as composer, planning with
thematic units and thinking frames, analogue
experience, planning around focal students,
curriculum-based measurement and peer-mediated
instruction for math and for reading, content
enhancement routines, and learning strategy
instruction. Planning realities -- such as how
teachers plan and the ways in which school culture
affects teacher planning -- are also discussed.
(NICHCY)
Lewis, R.B. (1993). Special education technology:
Classroom applications. Pacific Grove, CA:
Brooks/Cole.
This book is intended to help pre- and
in-service teachers understand how they can use
technology to benefit individuals with
disabilities in the classroom. Part I provides an
overview of classroom applications of technology,
an explanation of hardware and software, and
strategies for adapting computers and selecting
software for individuals with special needs. Part
II focuses on the classroom, including: (a) how to
integrate technology into the curriculum and set
up a classroom technology program; (b) the
technologies available for use with specific
groups of students; and (c ) technology for
teaching reading; spelling, handwriting, and
language arts; math; science, social studies, and
problem solving; and art and music. Part III
focuses on using technology to provide access;
this section includes discussions of augmentative
communication, technology for overcoming physical
barriers, and technology for overcoming sensory
barriers. (NICHCY)
Lowell York, J., Kronberg, R., & Doyle, M.B.. (in
press). Creating inclusive school communities: A
staff development series for general and special
educators. Baltimore, MD: Paul H. Brookes.
This resource is drawn from the work and
experiences of the Institute on Community
Integration, University of Minnesota. It consists
of five modules that were developed to facilitate
a process for adults who work together in schools
to learn and plan together for educational change.
Each module contains (a) a facilitator's guide
that contains step-by-step instructions for
conducting training, transparencies, and other
materials for group leaders, and (b) a
participant's guide for use by staff who take part
in the series of training sessions. Module 1
provides the foundation for understanding
inclusion and the importance of collaboration
between general and special educators. Module 2
focuses upon effective strategies for creating a
sense of community in the classroom. Module 3,
divided into two parts, addresses (a) how to craft
a transition plan for students so that transitions
to new inclusive environments are made with
continuity and support, and (b) identifying
curricular priorities and learning opportunities
for all students. Module 4 addresses the changing
roles of general educators, special educators, and
related services personnel and is intended to
sharpen trainees' skills in effective team
functioning. Module 5 helps trainees identify
appropriate instructional supports for student
success. Modules may be purchased as a set or
individually; Modules 3 and 4 include a videotape.
Male, M. (1994). Technology for inclusion:
Meeting the special needs of all students. Boston:
Allyn and Bacon.
The ideas, information, and activities in
this book are the "result of hundreds of hours of
visiting classrooms and observing students, trying
out lessons with students who have various
disabilities, and talking to teachers...about what
works, what does not work, and why." Topics
include classroom implementation of technology;
social development in the computer environment;
writing, word processing, and desktop publishing;
database management; spread sheets;
telecommunications; and multimedia. The book also
presents guidelines for integrating technology
into the IEP and for building partnerships between
parents and the school team. (NICHCY)
Mann, P.H., Suiter, P.A., & McClung, R.M. (1992).
A guide to educating mainstreamed students.
Boston: Allyn and Bacon.
The changing roles of teachers require that
teachers know more than simply their content area
in order to be effective. Teachers must also
consult with professionals, parents, and students,
manage the classroom, and acquire skills in a wide
variety of new teaching and assessment procedures.
Designed for administrators, general and special
educators, and professionals from other
disciplines, this book is intended to give
"current information that will make mainstreaming
work."
Disorders of learning and behavior are
discussed, as are theoretical foundations in
cognition and the neurobiology of learning.
Guidelines for behavior management are presented.
Two chapters address assessment issues and
procedures. Detailed guidelines are offered for
managing instruction. The final four chapters
address the specific instructional areas of
language arts, handwriting (as impacted by gross
and fine motor skills), math/arithmetic, and
science, social studies, study skills, and
vocational assessment. These chapters are filled
with quite detailed explanations and lesson plans
for activities that address the special needs of
learners. (NICHCY)
Meyer, L.H., Eichinger, J., & Downing, J. (1992).
Program quality indicators (POI): A checklist of
the most promising practices in educational
programs for students with disabilities.
Syracuse, NY: Syracuse University. (Available
from TASH.)
This is a checklist of best practices in the
education of students with severe disabilities
with an inclusive orientation. It is designed to
be used by school district personnel, families,
and consumer groups to rate the quality and
effectiveness of their programs and identify areas
where change is needed. The checklist is divided
into six areas: (a) program philosophy; (b)
program design and student opportunities for
learning; (c ) systematic instruction and
performance evaluation; (d) IEP development and
parent participation; (e) staff development and
teacher collaboration; and (f) facilities and
resources. A numerical rating of zero to three is
assigned to each of the 119 items included; a
summary score sheet completes the checklist and
allows for an overall evaluation of program
strengths and development needs. (WRRC)
National Resource Center for Paraprofessionals.
(1993). Training program to prepare paraeducators
to work in inclusive general and special education
programs serving school age students. New York:
Author.
This competency-based core curriculum is
designed to prepare paraeducators to work with
students with disabilities in inclusive programs.
The curriculum includes seven modules: (a)
strengthening the instructional team, (b) legal
and human rights of children and youth with
disabilities and their parents, (c ) human growth
and development, (d) components of the
instructional process, (e) appreciating diversity,
(f) working with families, and (g) emergency/
health/safety procedures. Content of the program
stresses specific skills paraprofessionals need to
work with students of assorted ages who have
varying levels of disabilities and different
educational needs. (WRRC)
Neary, T., Halvorsen, A., Kronberg, R., & Kelly,
D. (1992, December). Curriculum adaptation for
inclusive classrooms. Sacramento, CA: Peers
Project. (ERIC Document Reproduction Service No.
ED 358 637)
This manual on curriculum adaptation for
inclusive classrooms was developed as part of the
PEERS (Providing Education for Everyone in Regular
Schools) Project, a systems change project in
California to facilitate inclusion of students
with severe disabilities in regular classrooms.
The manual is divided into four sections which
address (a) service delivery models, (b) building
level support and strategies, (c ) classroom-based
strategies, and (d) student-specific strategies.
(WRRC)
NICHCY. (1994). Programs for disability
awareness. Washington, DC: Author.
This resource lists eight different programs
that schools can use to develop the disability
awareness of students. Each program is described,
including where to obtain the package and how much
it costs. (NICHCY)
Northeast Regional Resource Center. (1992).
Recommended practices in home/school
collaboration. Burlington, VT: Author.
This compendium of practices and materials,
representing the strategies and activities
implemented by schools and states in the Northeast
region, is intended to support the efforts of
others to establish and maintain effective
home/school collaboration. Practices and
activities are organized into five categories:
communication, support, learning, teaching, and
governance. For each, the following information
is given: name of practice, source, objectives,
strategies, and "submitted by." This document is
also available on computer disk and through
electronic mail. (NICHCY)
Pearpoint, J., Forest, M., & Snow, J. (1992). The
inclusion papers: Strategies to make inclusion
work. A collection of articles. Toronto,
Ontario: Centre for Integrated Education and
Community. (ERIC Document Reproduction Service No.
ED 359 677)
This nicely produced collection of over 30
papers presents the view that all persons should
be equally valued, provided equal opportunities,
viewed as unique individuals, and exposed to and
learn from and about people with diverse
characteristics. The papers offer insights into
the process of moving forward to achieve equity
and excellence for all Canadian people, in
educational and other settings. The articles call
for advocacy, attitude change, and expanded
availability of appropriate supports and services
within schools and communities to allow everyone
to participate and contribute in a meaningful way.
Titles of sample papers include: "Two Roads:
Inclusion or Exclusion"; "The Whatabout Kids";
"Annie's Gift"; "Common Sense Tools", "Maps and
Circles"; "Maps: Action Planning"; "Dreaming,
Speaking and Creating"; "Kick 'em Out or Keep 'em
In"; Vive la Difference"; and "Natural Support
Systems." (ERIC: JDD)
Pierangelo, R. (1994). A survival kit for the
special education teacher. West Nyack, NY: Center
for Applied Research in Education.
This book is intended primarily for special
educators but will also be useful to general
educators, administrators, college students, and
parents of children with disabilities. It answers
many everyday questions about the various aspects
of educating students with disabilities: the
roles/responsibilities of educators, prereferral,
screening and referral, how to effectively
determine a student's strengths and weaknesses,
basic education law, IEPs, testing modifications,
the least restrictive environment, annual and
triennial review, classroom management techniques,
and specific disabilities such as ADHD, dyslexia,
learning disabilities, and psychological
disorders. Practical parenting tips are offered
to help teachers assist parents in living and
working with their children. (NICHCY)
Project RIDE. (1993). Longmont, CO: Sopris West.
Project RIDE (Responding to Individual
Differences in Education) is intended to provide
K-12 teachers with the skills, resources, and
support necessary to accommodate at-risk students
within the regular classroom. Developed in Great
Falls, Montana public schools, the program
utilizes three components: (a) effective
classroom practices drawn from the "effective
schools" research; (b) a Computer Tactics Bank,
containing over 500 proven practices addressing
over 40 at-risk behaviors (e.g., aggression,
off-task, noncompliance, out of seats), and a
Video Library, which presents 47 color video
demonstrations of how to carry out proven
classroom tactics; and (c ) a School-Wide
Assistance Team (SWAT) process, which encourages a
building-level team of teachers to address
problems encountered by their colleagues. Project
RIDE has been approved by the U.S. Department of
Education Program Effectiveness Panel (PEP) and
the National Diffusion Network as a validated
project for at-risk students. (NICHCY)
Pugach, M.C., & Johnson, L.J. (1995).
Collaborative practitioners, collaborative
schools. Denver, CO: Love.
This book addresses collaboration as it
occurs in many contexts in schools, not merely
collaboration between general and special
education. Part One presents a description of the
shift to a collaborative paradigm in schools and
suggests a framework that encompasses four basic
collaborative functions: facilitative,
supportive, informative, and prescriptive. Part
Two includes the basic communication skills that
form the foundation of any collaborative
interaction. Part Three describes how
collaboration plays out in practice in four
contexts: specific classroom and school-wide
problem solving, team teaching, school-university
collaboration, and school-family collaboration.
(NICHCY)
Putnam, J.W. (1993). Cooperative learning and
strategies for inclusion: Celebrating diversity in
the classroom. Baltimore: Paul H. Brookes.
This book provides guidelines for using a
cooperative learning approach to meet the needs of
diverse learners in an inclusive setting,
including students with disabilities. The author
includes information about the process of
cooperative learning as well as practical
suggestions, case studies, illustrative examples,
and lesson plans for implementing the process.
Chapters address such issues as curricular
adaptations, educator roles, early childhood
development through cooperative activities, and
cultural diversity. (WRRC)
Rainforth, B., York, J., & Macdonald, C. (1992).
Collaborative teams for students with severe
disabilities: Integrating therapy and educational
services. Baltimore, MD: Paul H. Brookes.
As students with disabilities are
increasingly being educated in general education
classrooms, educational team members must adopt
more integrated approaches to service provision.
This team includes teachers, therapists, the
student's family, and friends. This book is
intended to help these individuals function as a
team, collaboratively addressing problems and
implementing solutions. Section I presents the
foundations (philosophical, legal, and
programmatic) for a collaborative teamwork model.
Section II, which has four chapters, describes how
occupational, physical, and speech/language
services can become integral aspects of
curriculum, assessment, IEPs, and instruction.
Section III addresses supports for implementation,
including strategies staff can use to organize
time and collaboration effectively. (NICHCY)
Rebhorn, T., & Takemoto, C. (1994). Unlocking the
door: A parent's guide to inclusion. Fairfax, VA:
Parent Educational Advocacy Training Center.
Intended primarily for parents, this manual
begins by looking at what inclusion is (and is
not) and why inclusion is important (its benefits
and challenges to students, to teachers, to
parents, and to the community). Tips are given on
how to start planning for inclusion using MAPS
(Making Action Plans). The IEP process is
described, and various checklists are provided to
help parents become fully involved in developing
their child's IEP. Steps for creatively resolving
problems are then discussed; real life stories of
inclusion conclude the main body of this resource.
Appendices include: definitions; the legal basis
for inclusion, which includes selected regulations
of the IDEA and a summary of recent court cases;
roles and responsibilities in the classroom; the
MAPS questionnaire and other helpful planning and
problem-solving forms; a sample letter requesting
an inclusive IEP meeting; and helpful
organizations and publications. (NICHCY)
Roach, V., Ascroft, J., & Stamp, A. (1995, May).
Winning ways: Creating inclusive schools,
classrooms and communities. Alexandria, VA:
National Association of State Boards of Education.
This report continues the discussion of
inclusion begun in the National Association's
Winners All by offering guidance with respect to
the day-to-day questions that administrators,
teachers, parents, and others have about
inclusion. The book begins with an overview of
inclusion -- its historical context, its
definition, research, and its current status.
Subsequent chapters present the issues associated
with: district-wide planning, policies, and
administration for inclusion (the roles of local
school districts and boards of education); the
role of teachers in creating inclusive classrooms;
and the family's role in creating inclusive
schools. The perspectives and experiences of key
stakeholders are central to the text of this
document. (NICHCY)
Sage, D.D., & Burrello, L.C. (1994). Leadership
in educational reform: An administrator's guide
to changes in special education. Baltimore, MD:
Paul H. Brookes.
Moving from theory to practice, this book
examines strategies administrators can use to
build, direct, and fund successful integration of
all students. Specifically discussed are
site-based management, outcome-based curriculum
frameworks, staff development emphasizing
collaboration between general and special
educators, interagency collaboration, and
evaluation. (NICHCY)
Salend, S.J. (1994). Effective mainstreaming:
Creating inclusive classrooms (2nd ed.). New
York: Macmillan.
This resource is written for teachers,
students, and parents. While research-based, the
book is practical; its chapters help readers
understand mainstreaming as a means of addressing
the needs of the spectrum of learners. The
concrete steps involved in determining the
educational needs of individual students are
discussed, including the role of the
multidisciplinary team, the definitions and
characteristics of the various disability types,
and cultural/linguistic factors that affect
student performance. Guidelines are offered for
establishing ongoing communication between
professionals and parents and for promoting
teaming and collaboration. Strategies for helping
students accept individual differences are
presented, as are guidelines for preparing
students for main-streaming. Instructional
guidelines are given across multiple chapters to
help teachers modify instruction for large and
small groups in reading, writing, spelling,
handwriting, math, science, and social studies.
Classroom management is discussed as well. The
book concludes with guidelines for evaluating
student progress. (NICHCY)
Schrag, J.A. (1994). Organizational,
instructional, and curricular strategies to
support the implementation of unified,
coordinated, and inclusive schools. Reston, VA:
Council for Exceptional Children.
This document provides an overview of a
wide variety of issues and strategies involved in
creating more inclusive schools. Research in each
topical area is reviewed. Topics include:
educational support teams; consultation;
curriculum-based assessment; the Adaptive Learning
Environment Model (ALEM); Project Ride; peer and
cross-age tutoring; cooperative learning; ability
grouping; reducing class size; reciprocal
teaching; social skills training; study skills
training; instructional reinforcement; learning
styles; mastery learning; and effective teaching
practices. (NICHCY)
Schulz, J.B., & Carpenter, C.D. (1994).
Mainstreaming exceptional students: A guide for
classroom teachers (4th ed.). Boston: Allyn and
Bacon.
The fourth edition of this book was not
available for review, but the third edition was.
Part One of the third edition is entitled
"Exceptional Children" and develops the legal and
educational rationale for mainstreaming. It
provides indepth information about students with:
orthopedic and health impairments, sensory
impairments and communication disorders,
learning/behavioral disorders, and exceptional
gifts and talents. Part Two, "Educational
Strategies," addresses developing and implementing
the IEP and provides general strategies for
adapting instruction in the classroom. Specific
guidance is then given for (a) teaching language
arts, mathematics, social studies and science,
physical education, music, and art; (b) managing
classroom behavior; and (c ) enhancing social
integration. (NICHCY)
Shea, T.M., & Bauer, A.M. (1991). Parents and
teachers of children with exceptionalities: A
handbook for collaboration (2nd ed.). Boston:
Allyn and Bacon.
This book is written as a textbook for
special education teachers in training as well as
a desk reference for those already in the
classroom and other professionals (including
general educators) serving children with special
needs and their families. Section One discusses
the experiences of parents and children with
disabilities, emphasizes the need for
collaboration with parents, and outlines a
detailed model of parent collaboration to help
teachers think about and plan a program of
collaboration. Several forms are included to
guide collaborative development of the IEP;
guidelines for interpersonal communication are
also presented. Section Two supports the model by
presenting a broad range of collaborative
activities. Approaches to written and telephone
communication are discussed, as are parent-teacher
conferences, progress reporting, group activities,
and working with culturally diverse families. The
parents' potential contributions are discussed in
detail, and resources are listed that can help
parents and teachers perform their respective
roles effectively. (NICHCY)
Simon, M., Karasoff, P., & Smith, A. (1992,
December). Effective practices for inclusive
programs: A technical assistance planning guide.
Sacramento, CA: PEERS Project. (ERIC Document
Reproduction Service No. ED 358 635)
This technical assistance planning guide was
developed as part of PEERS (Providing Education
for Everyone in Regular Schools) Project, a
California project to facilitate the integration
of students with severe disabilities into services
at regular school sites and to facilitate the
integration of students in special education
classes into general education classes. The guide
emphasizes local ownership, building the capacity
of states, school districts, and school sites to
provide quality educational programs to students
with disabilities in inclusive environments, and
providing a framework of technical assistance
activities. After an introduction and suggestions
for using the guide, the guide lists (with
references) practices and strategies shown to be
effective at each level. The next three sections
address state level planning, district level
planning, and building level planning
respectively. Provided for each level is an
"Effective Practice Checklist," specification of
effective practices and supportive strategies, and
a "Resource Planning Guide." Checklist and
planning forms are appended. (ERIC: DB)
South Dakota Statewide Systems Change Project and
the South Dakota Deaf-Blind Project. (1993). A
closer look at inclusion. Pierre: Authors.
This primer was designed as a guide and
resource to assist educators in meeting the needs
of students with disabilities and deaf-blindness.
The information and resources included are based
on the premise that all persons involved in
education must play a role in assuring quality
educational opportunities for all students. This
document includes: guiding principles; a district
survey to identify strengths and areas where more
training is required; tips for building and
maintaining effective teams; information on
creative problem solving and curriculum
modifications; tips for working with
paraeducators; and ideas to facilitate peer
interactions and friendships. (WRRC)
Stainback, S., & Stainback, W. (Eds.). (1992).
Curriculum considerations for inclusive
classrooms: Facilitating learning for all
students. Baltimore, MD: Paul H. Brookes.
The focus of this book is on "how the
curriculum can be designed, adapted, and delivered
in general education classrooms that are
attempting to promote inclusive" settings for all
students, including those with disabilities. The
book is divided into three sections. Section I
describes inclusive classrooms and outlines
practical ways for developing inclusive classrooms
and schools. Section II addresses curriculum
adaptation and delivery so that the needs of
diverse learners are met. This section also
discusses the roles of support personnel and how
collaboration plays an integral role in creating
inclusive settings. Section III examines related
considerations, including the need to involve
parents in decision making about curricula.
(NICHCY)
Tashie, C., Shapiro-Barnard, S., Dillon, A.D.,
Schuh, M., Jorgensen, D., & Nisbet, J. (1993).
Changes in latitudes, changes in attitudes: The
role of the inclusion facilitator. Concord, NH:
Institute on Disability, University of New
Hampshire.
This book is intended to introduce the newly
defined role of "inclusion facilitator" and to
provide guidance to educators serving as inclusion
facilitators. New Hampshire has created an
Inclusion Facilitators Support Network, which acts
as a forum for inclusion facilitators to meet,
share ideas and strategies, and discuss the latest
innovations in inclusive education. Vignettes of
school experiences are interspersed with practical
strategies inclusion facilitators can use to
advocate for inclusion, facilitate family
involvement, facilitate peer supports and
friendships, modify curriculum, encourage
collaboration, and coordinate support services.
Appendices include an inclusion checklist and a
vision of an IEP meeting that stresses meaningful
goals within the context of a general education.
(WRRC)
Tourgee, B., & DeClue, L. (1992). Principal
leadership. Principal Letters: Practices for
Inclusive Schools, 9, 1-20. (ERIC Document
Reproduction Service No. ED 367 118)
This publication for school principals
discusses the role of principals in providing
inclusive education for all students, including
those with disabilities. It offers practical
information on: goals in meeting the needs of
special education students; effective principal
behaviors in leading special education; methods of
encouraging acceptance of special education
students by their peers; methods of incorporating
special education into the school-centered
decision making model; ways to improve attendance
of special education students; how principals can
facilitate cooperation between regular and special
education; determining what classroom techniques
are effective with mainstreamed students; what
behavior management strategies to use with
students who have emotional disabilities; ways to
help parents accept their child's special
education placement; involving parents in their
child's schooling; support services available for
parents; improving the effectiveness of general
education teachers with special education
students; determination of the least restrictive
environment; legal implications of mainstreaming
for general education staff; the use of finite
resources to satisfy an infinite number of special
education needs; differences between integration,
mainstreaming, and inclusion; a rationale for
identifying students for special education and
then including them in general education
classrooms; and the need for staff development.
(ERIC: JDD)
Udvari-Solner, A. (1992). Curricular adaptations:
Accommodating the instructional needs of diverse
learners in the context of general education.
Topeka, KS: Kansas State Board of Education.
(ERIC Document Reproduction Service No. ED 354
685)
This manual offers definitions, techniques,
and strategies to generate curricular adaptations
to meet the needs of students with a range of
intellectual abilities and thereby increase the
practice of inclusive schooling in which all
children learn together and the multiplicity of
learning styles is valued. An indepth definition
of "adaptations" is offered, followed by a summary
of traditional adaptations. Then seven strategies
for modifying the general education curriculum are
presented. These are: (a) change the
instructional grouping or arrangement; (b) change
the teaching format; (c ) change the environmental
conditions; (d) change the curricular goals or
learning outcomes; (e) change the instructional
materials; (f) change the level or type of
personal assistance; and (g) create an alternative
activity. Next, a six-step process for designing
curricular adaptations is explained and
illustrated with a case study. An appendix
outlines types of information for schools to
gather about general education environments and
activities and includes sample forms and
checklists. (ERIC: DB)
Vandercook, T., Tetlie, R.R., Montie, J., Downing,
J., Levin, J., Glanville, M., Solberg, B.,
Branham, S., Ellson, L., & McNear, D. (1993,
September). Lessons for inclusion. Minneapolis,
MN: Institute on Community Integration.
The stated goal of this document is "to
assist educators to develop a classroom community
in which all children feel good about themselves
and work together to support the active learning
and valued membership of all class members."
Presented in a traditional lesson plan format, the
lessons are intended to promote positive
self-concept and effective interpersonal skills
and are organized into four areas: (a) Including
Everyone (We All Need to Belong); (b) Liking
Myself: Self-esteem is Important; (c ) Making and
Keeping Friends: Everybody Needs a Friend; and (d)
Cooperating with Others: Together We Can Do It.
Suggestions for adaptations are made for each
lesson to enhance the active participation and
learning of students of different ability levels.
(NICHCY)
Vaughn, S., & Rothlein, L. (1994). Read it again!
Books to prepare children for inclusion: Grades
K-3. Glenview, IL: GoodYear Books.
This book's purpose is to help children
become more sensitive to the students with
disabilities in their classes by increasing their
awareness and acceptance. Fourteen children's
books whose main characters have some type of
disability are the vehicles for raising student
awareness about disability. The book includes
introductory material on disabilities, summaries
of the 14 books, ideas for introducing the books,
lists of key vocabulary, questions to promote
higher-level thinking skills, reproducible
activity sheets, and ideas for integrating
literature across the curriculum. (NICHCY)
Warger, C.L., Aldinger, L.E., & Eavy, P.W. (1993).
Instructional solutions. Ann Arbor, MI:
Exceptional Innovations.
This decision-making support software
package is designed to support a collaboration
form of staff development with classroom teachers.
The package consists of (a) a computerized
reference tool containing a database of
instructional solutions to particular problems,
and (b) a guide to support the use of the software
and how to use it to enhance collaboration. The
package generates expert advice for a variety of
problematic instructional situations, such as
general instruction, discipline (classroom
management), reading, writing, and cooperative
learning. That advice can then become the basis
for collegial problem solving among classroom
teachers and others. (NICHCY)
Wisniewski, L., & Alper, S. (1994, January).
Including students with severe disabilities in
general education settings. Remedial and Special
Education, 15(1), 4-13.
This paper presents five systematic phases
for bringing about successful general education
inclusion of students with severe disabilities.
Phases include the development of networks within
the community, assessment of school and community
resources, a review of strategies for integration,
installation of strategies that lead to
integration, and development of a system of
feedback and renewal. (ERIC: Author/JDD)
Wood, J.W. (1992). Adapting instruction for
mainstreamed and at-risk students (2nd ed.).
Columbus, OH: Merrill.
This book focuses in detail on the special
instructional needs of students with disabilities
in general education settings. Part One presents
an overview of the legislation supporting services
for students with disabilities, provides
guidelines for assessing students and developing
their IEPs, and discusses the importance of
sharing responsibility for all students. Part Two
addresses the specifics of adapting the
environment in social-emotional, behavioral, and
physical terms. Part Three details how to adapt
planning and teaching, including how to adapt
content. Part Four addresses adapting evaluation
and grading procedures. (NICHCY)
Wood, J.W. (1993). Mainstreaming: A practical
approach for teachers (2nd ed.). New York:
Macmillan.
This book is intended to support and assist
all educators in providing appropriate services
for students with disabilities in the mainstream.
Chapter 1 presents an overview of mainstreaming,
including its benefits; Chapter 2 describes the
roles, functions, and responsibilities of the
multidisciplinary team. Chapter 3 identifies the
characteristics associated with a variety of
disabilities and their implications for teachers.
Disabilities addressed are: mild disabilities;
communication disorders; visual impairments;
physical disabilities; health impairment;
traumatic brain injury; autism; and ADD. Chapter
4 addresses culturally diverse students who are
mainstreamed. Chapter 5 discusses ecological
elements in the mainstream and provides
suggestions for making the environment appropriate
for all students. The remaining chapters (6-10)
address the instructional process and provide
recommended teaching strategies for
individualizing language arts, arithmetic, science
and social studies, and vocational/career
education. The book concludes with a list of
organizations and associations that can provide
additional information and assistance. (NICHCY)
Working Forum on Inclusive Schools. (1994).
Creating schools for all our students: What 12
schools have to say. Reston, VA: Council for
Exceptional Children.
This publication results from a national
Inclusive Schools Working Forum, held in March
1994, where 12 schools shared their inclusion
planning and implementation stories. These 12
schools were identified by 10 national
associations as having struggled with and solved
various complex issues related to inclusion. The
book begins by listing features that characterize
inclusive schools and by relating two stories of
how inclusive schools begin. Subsequent chapters
present general discussions and "lessons learned"
from the 12 schools in the following areas:
building a sense of community; collaborating and
establishing partnerships; improving learning
through innovative instruction; leadership; and
how we can all work together to create more
inclusive schools. One-page descriptions of the
12 schools are then given. The book concludes
with the policies and position statements on
inclusive schools of five organizations: the
Council for Exceptional Children; National
Association of State Boards of Education;
National Association of Elementary School
Principals; National Education Association; and
the National School Boards Association. (NICHCY)
Back to the Top
Continue on to part 5 of this digest
|
